The Evolution and Uptake of Numeracy and Mathematical Literacy as Drivers for Curriculum Reform

Numeracy – sometimes referred to as mathematical literacy has emerged a driver for curriculum reform in many international contexts. This chapter traces the emergence and interpretations of numeracy compares their relationship processes four countries. In Australia Ireland, is regarded competency be developed within all subjects across school curriculum. South Africa, on other hand, introduced new subject called Mathematical Literacy part differentiated approach mathematics provision that ensures students study some form. Both approaches contrast with situation Japan, where it intended fostered through process reforming Our comparative analysis examines rationale including how these concepts are represented therein. The findings identify different conceptions between suggest implications teacher education deciding whose responsibility develop students’ numeracy.